This paper, Facilitating Learning in Clinical Practice BSC Nursing, is a reflective account of my experiential learning as a co-mentor and teacher to the nursing students in the clinical area of Forensic Nursing as applied to Mental Health Nursing…

practice by development of knowledge, its transmission, and its use in practice setting

(NMC 2004b). As a nurse specializing in Mental Health, my work also includes Prison

In-Reach work, where a group of experienced nurses go in to the prisons to evaluate and

treat people suspected to have mental illness. This in-reach work is important, since once

diagnosed to be suffering from mental illness, a patient would be transferred to our

regional secure unit from the prison environment. In our unit, these patients get

individualized care.

The group of patients I work with is mentally disabled. They may suffer from

schizophrenia where the perceptive abilities (Bentall, 2003) of these patients are distorted

and are far from reality. They have grave disturbances of thought and thought processes

(Green, 2001) along with languages. These patients prefer to be withdrawn in a social

isolation, even to the extent of making themselves and the environment untidy. The other

group of patients that I handle is that of personality disorder with "long-lasting rigid

patterns of thought and action" (Wikipedia) that interferes with "long-term functioning of

an individual" (Stedman's Medical Dictionary), often leading to deviations in behavior

and disorganized life style. Some patients carry the diagnosis of autistic spectrum

disorder, which is a developmental and behavioural syndrome with social, language, and...
This paper has been written in the first person to accentuate the connection between the author and the course of events in the clinical setting. As a result, this elaborates mainly my experiences and thoughts as applicable to the author's reflections while teaching and assessing students in an attempt to show how mentorship, supervision, and assessment can enhance the learning experiences of the participants and the teacher, both. The evaluation of this action research is through my own reflections, performance of the students, dialogue with the colleagues in the team, and feedback from the students. This paper will also show how a well-planned, well-executed, and supervised assessment process incorporated within learning activities can influence facilitation of quality learning in a clinical environment with a goal to achieve standard of proficiency in the practice of Mental Health nursing.As the report declares mental disorder means, any disorder or disability of the mind. The degree or nature of the disorder may be such that these patients may warrant detention in a “hospital for assessment (or for assessmentb followed by medical treatment) for at least a limited period.” The patient “ought to be so detained in the interests of his own health/safety or with a view to the protection of other persons”. The very description of the conditions they are suffering from makes things difficult to handle, and my role is not only to render care to them in the practice setting, also to help them rehabilitate.
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...get to the bottom of challenges, modify detrimental behaviour, put together productive associations, direct feelings, and expand efficient deeds. Cognitive, behaviourist and social teaching theories are mainly practical to medical learning as a feature of specialized nursing put into practice. Behaviorists picture learning as the outcome of the stimulus circumstances, and the responses that result sometimes known as the stimulus response form of learning. The learning in this notion is relatively simple (Hinchliff, 2009). Behaviorists view responses and then influence the surroundings to convey meanings on the proposed...

.... According to Brandon and All (2010), many nurse educators continue teaching the way they have been doing, despite the need for reforms. However, pedogogical research has indicated the need for change in nursing curricula. The emphasis is to shift from traditional courses to concept-based courses which com across across clinical settings. In order to accomplish such a useful change, it is very important for the nurse teacher to understand the role of "the rapidly advancing profession" (Hamner and Wilder, 2001; cited in (Brandon and All, 2010). In using reflection as a tool for the development of the professional nursingpractice, a plan...

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...Compare and contrast the randomized control trial and the phenomenological approach to research and their potential relevance to clinicalpractice Introduction
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...). The nature of the supervisor-supervisee relationship is important in achieving the intended results, but the problem arises from the apparent contradictory roles subserved by the supervisor. The supervisor facilitates the learning process by offering the comfort of personal warmth, yet is supposed to challenge the supervisee to obtain proof of professional growth (Aston, L. and Molassiotis, A., 2003).
Necessity:
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...Running Head: MENTOR FACILITATIONLEARNING FOR IN CLINICALPRACTICE By
City, State
Date
Learning For Students in ClinicalPractice
Introduction
According to the NMC, a nurse, midwife, or professional community public health caregiver can be a mentor. Such a mentor should foster learning, oversee, and evaluate students in a clinicalpractice context. These roles can be carried out effectively through several ways. These ways are achievable by breaking down the roles of a mentor in clinicalpractice. Roles played by...

...NursingClinical Negligence Table of Contents Concept of Risk Assessment Process and Issues to be Considered 3 2. Learning Outcome from the Study 4
3. Process of applying learning outcomes in ClinicalPractice 4
References 5
Bibliography 6
1. Concept of Risk Assessment Process and Issues to be Considered
From a clinicalpractice perspective, risk assessment can be defined as a process of addressing potential clinical or healthcare risk that might have an adverse impact resulting from nursingpractices, treatment processes or different clinical investigations (Allnutt, 2010; National Patient Safety Agency, 2007). According to the modern healthcare and clinicalpractices, the risk assessment processes include a set of steps that can... process...

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